Shevington Vale Primary School, located in Appley Bridge, Wigan, Lancashire, has been evaluated as a good school following its inspection on March 1 and 2, 2022. The school provides a nurturing environment where pupils feel happy and safe, leading to regular attendance and positive relationships with staff. Parents and carers express high levels of satisfaction, often recommending the school to others. The behavior of pupils is commendable; they listen attentively, follow instructions promptly, and treat each other with respect. Instances of bullying are addressed swiftly by staff, ensuring a supportive atmosphere for all students.
The leadership team sets high expectations for pupil behavior and academic performance. Staff are dedicated to providing the necessary support for pupils to succeed, resulting in strong academic achievements across the board, including for those with special educational needs and disabilities. The school offers a rich array of experiences that foster personal development, cultural appreciation, and talent growth, ensuring that all pupils, including disadvantaged students, benefit from these opportunities.
The curriculum is well-structured and aligns with national standards, covering a broad range of subjects from the Reception Year through Year 6. Leaders have identified key knowledge that pupils should acquire and have organized the learning in a logical sequence. Teachers demonstrate a solid understanding of their subjects and work diligently to help pupils meet the established learning expectations. Each unit of study begins with a review of prior knowledge, allowing for the reinforcement of previous learning. However, there are instances where pupils do not have sufficient opportunities to consolidate their knowledge, particularly in mathematics, which can hinder their learning progression.
The early years curriculum effectively prepares pupils for their transition into Year 1, with regular assessments to monitor understanding and retention of knowledge. By the end of Year 6, pupils are well-equipped for secondary education, both socially and academically. Classroom environments are calm and conducive to learning, with minimal disruptions. Pupils engage in discussions that enhance their understanding and collaborative learning.
The reading curriculum is thoughtfully designed, beginning in the Reception Year with phonics instruction. In Key Stage 1, reading materials are appropriately matched to pupils' phonics knowledge, and regular reading sessions with adults support those who struggle with literacy. This approach helps pupils progress from basic reading skills to becoming confident and fluent readers.
The school is committed to supporting disadvantaged pupils and those with special educational needs, ensuring they have access to the same ambitious curriculum as their peers. The extensive range of extracurricular activities enriches pupils' educational experiences, fostering skills such as enterprise through initiatives like the school radio station and restaurant. The Young Governors program allows pupils to engage in decision-making processes, promoting a sense of responsibility and community involvement.
Staff morale is high, with teachers appreciating the support from leaders regarding their well-being and professional development opportunities. The governing body effectively fulfills its responsibilities, and leaders actively seek parental input to enhance the school community.
Safeguarding measures are robust, with a strong culture of safety embedded throughout the school. Staff are well-trained to identify and respond to pupil needs, ensuring that vulnerable students receive timely support. The curriculum also educates pupils on safety, both online and in their broader environment.
To further improve, the school should focus on providing more consistent opportunities for pupils to consolidate their learning, particularly in subjects like mathematics, to enhance retention and application of knowledge in future learning contexts.
